For the lessons within this unit I am using an inquiry based approach, using higher level questioning, along with a number of class group activities. In order to develop an understanding of various worldviews, students will need to share with the class their thoughts and personal experiences within their home and family to allow for an understanding of diversity. Having students think critically about the literature and activities presented to them during these lessons, and promoting inquiry through high level questions, students will come to understand the importance of work distribution regarding domestic tasks around their home, their classroom, and their school. From this understanding children will be able to apply this knowledge to other groups in which they are involved.
For this unit I would have the students to do brainstorming activities that promote student engagement by making the questions apply directly to their own personal experiences. By making the activities relevant to the students within the classroom and examining the diversity among the students within the classroom, I hope to encourage inquiry from them and thereby create a better understanding of the concepts in this unit. I also intend to use literature that depicts various worldviews and diversity to show how work is managed and distributed in families from different regions of Canada and around the world. By bringing in literature from the Inuit culture, for example, I will encourage students to see a different way of living. I will promote understanding through the use of high level questions such as the following: How do you think the cold weather affects work tasks that need to be done outside? Why do you think it would be harder to do work tasks when it is dark outside for three months? and What solution can you think of to fairly sharing outside work tasks in the winter months? Also, using scenarios within the classroom and having students, with teacher guidance, depict various methods of distributing work task in the home, the classroom, and the school, allowing for creativity and large-body movement to be incorporated within the lessons.
For the lessons within this unit I am using an inquiry based approach, using higher level questioning, along with a number of class group activities. In order to develop an understanding of various worldviews, students will need to share with the class their thoughts and personal experiences within their home and family to allow for an understanding of diversity. Having students think critically about the literature and activities presented to them during these lessons, and promoting inquiry through high level questions, students will come to understand the importance of work distribution regarding domestic tasks around their home, their classroom, and their school. From this understanding children will be able to apply this knowledge to other groups in which they are involved.
For this unit I would have the students to do brainstorming activities that promote student engagement by making the questions apply directly to their own personal experiences. By making the activities relevant to the students within the classroom and examining the diversity among the students within the classroom, I hope to encourage inquiry from them and thereby create a better understanding of the concepts in this unit. I also intend to use literature that depicts various worldviews and diversity to show how work is managed and distributed in families from different regions of Canada and around the world. By bringing in literature from the Inuit culture, for example, I will encourage students to see a different way of living. I will promote understanding through the use of high level questions such as the following: How do you think the cold weather affects work tasks that need to be done outside? Why do you think it would be harder to do work tasks when it is dark outside for three months? and What solution can you think of to fairly sharing outside work tasks in the winter months? Also, using scenarios within the classroom and having students, with teacher guidance, depict various methods of distributing work task in the home, the classroom, and the school, allowing for creativity and large-body movement to be incorporated within the lessons.